Vocabulary in content area

Contemporary Classroom Vocabulary Assessment for Content Area

Summary and Reflection

Name of the Student

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Contemporary Classroom Vocabulary Assessment for Content Area

Summary and Reflection

Summary

Osa is a teacher that teaches grade three students who reside in a community that is characterized with high-percentage of English-language learners and diverse cultural backgrounds (ELLs (Dougherty Stahl Bravo , 2010 . Throughout her teaching experience , Osa felt that her students are very engaged in the vocabulary instructions and literary block and content area instructions

as supported by the increased time and attention to the aforementioned learning areas . However , results from the Iowa Test of basic Skills (ITBS ) revealed that her students gained no significant improvements on their language proficiency and vocabulary tests but Isa believes that the unavailability of appropriate assessment tools accounts for the non-favorable results that her students achieved . In line with this concept , the goal of this is to enumerate a collection of techniques that can teacher can adapt to and tailor according to the needs of their respective school curriculums with respect to vocabulary knowledge and vocabulary growth (Dougherty Stahl Bravo , 2010 . Furthermore , this aims to emphasize the involvement of word knowledge in assessment difficulty and to propose some considerations on the alteration of existing vocabulary tests (Dougherty Stahl Bravo , 2010

The knowledge of words is a multi-faceted characteristic that is affected by phonemic awareness , fluency , vocabulary , comprehension , and phonics (Dougherty Stahl Bravo , 2010 . Hence , it is important for students...